Pre-briefing in Simulation-Based Learning

Abstract

The use of simulation has become standard practise for undergraduate medical students and medical professionals (Perkins, 2007). Simulation contains of pre-briefing, scenario, and debriefing after (Chmill, 2016). Prebriefing is an important consideration for simulation-based education to ensure the psychological and intellectual well-being of students (Roh, Ahn, Kim, Kim, 2018). Halamek, Cady, and Sterling (2019) defined briefing as a pre-event discussion aimed at preparing the involved parties and reducing the likelihood of a poor outcome. Most educators agree that a prebriefing should introduce the simulation and any manikins that will be used in the case study (Chmil, 2016). Others believe that briefings before a simulated scenario can be used to assign tasks to team members and introduce them to the case they'll be working on (Page-Cutrara, 2015). This project aimed to implement prebriefing before simulation session for the undergraduate students at a simulation centre in Riyadh-Saudi Arabia. The project possesses different outcomes such as introducing pre-briefing, implementing it and maintain it as an essential part of the simulation sessions. Additionally, the project is aimed to increase students’ psychological safety through simulation. The strategy to evaluate this project consists of team assessments and direct observation, peer feedback, surveys and questionnaires, self-assessments, and performance appraisals. The change methods are also explored in this project and Kotter’s-8 steps change model is utilized. The project further discussed the leadership models, and the transformational model implementation. Teamwork and team structure has been discussed with the elaboration of essential elements in team structure to ensure the project succession.